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Parent's Guide to School Services

Be an Advocate for Your Child

What does it mean to be an advocate? When you are a parent (guardian or responsible family member), it means doing whatever is necessary to make sure your child gets what he or she needs... and what you need, as a family, to support and care for your child.

Advocacy tips

  • Prepare yourself with information. Ask questions. Know your rights.
  • Keep records. Be organized.
  • Don't go it alone. Seek out professionals and other families and supportive people.
  • Trust your instincts - you are the expert on your child. However, be open to learning new things.

Child Find

Local Education Agencies (LEA), school districts and charter schools, will work to find and evaluate students with disabilities, birth through 21 years of age. Private schools also help find students with disabilities, but they are not required to provide services since they are not included under the Individuals with Disabilities Education Act (IDEA). For more information about services offered by a specific private school, contact the private school.

Section 504 of the Rehabilitation Act of 1973

Section 504 is the part of the Federal Rehabilitation Act of 1973 that applies to individuals with disabilities. It is a civil rights act that protects the civil rights of persons with disabilities. For more information, see: Questions about Section 504, FAPE Requirements under Section 504, and A Parent's Guide to Section 504.
Section 504 requires schools to make programs and activities accessible and usable for children with disabilities, including providing for physical access and special accommodations, like modified assignments to help children benefit from their education. If a disability substantially limits one or more of a child's major life activities, then Section 504 applies. Major life activities include caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.

Special Education

A parent or a LEA (a school or school district) can request an initial evaluation to determine if your child is a student with a disability under Part B of the IDEA and the state rules. The evaluation process is outlined in the sections on this page. [IDEA Regulations: Changes in Initial Evaluation and Reevaluation (PDF Document 45 KB) ]
Special Education is instruction that meets the unique needs of a student with a disability. The individualized instruction can be given in a school classroom, at home, in the hospital, or in other places. It can include academics, physical education, speech/language services, travel training, applied technology training, and other instruction that meets the needs of special education. The special instruction and training is provided at no cost to the parents.
As a parent of a child who is receiving special education, you have certain rights, which are guaranteed by a federal law called the Individuals with Disabilities Education Act of 2004 (referred to as IDEA). This law outlines a process which ensures that you have the opportunity and right to be involved as an equal member of the team that makes educational decisions about your child.
One of your rights is to be informed (in writing, in your native language) of the procedural options that are available to you. At certain points in this process, the school must provide you with copies of these rights. Your local school district or state education agency can provide you with copies of your rights: see all School Districts services providers (12) in our database.
For information about rules in your state, see "Resources" below.
Based on the individual needs of an eligible child, Special Education may include a variety of special services, including:
  • specially designed instruction;
  • dietary accommodations;
  • personal care;
  • medical procedures;
  • transportation to/from school;
  • psychological services;
  • physical and occupational therapy consult at school;
  • speech, vision, and hearing therapy consult at school; and
  • related services that may include:
    • transportation;
    • speech/language pathology;
    • interpreting services;
    • psychological services;
    • physical and occupational therapy;
    • recreation and therapeutic recreation;
    • counseling and rehabilitation counseling;
    • mobility services;
    • school health, nurse, and social work services;
    • parent counseling and training;
    • early identification and assessment of disabilities; and
    • medical diagnostic and evaluation services.

Referral

In considering referrals for special education, as parents, you are part of the team that makes decisions about your child's educational program. It is important for parents to be real partners with educators, physicians, and other professionals in this process. The information that a parent has to share is very important to the school. It is also important for the parent to understand and respect the point of view of the school personnel. By treating each other with mutual respect and working together, parents and school personnel can more effectively develop an appropriate program for the child.

Parental Consent

The school or school district that plans to evaluate the child will send a written notice to the parents and will ask for consent before conducting the evaluation.

Evaluation

Within 60 (may vary by state) school days of receipt of the written consent from the parents, the school must conduct an evaluation of your child. The evaluation will focus on the identified concerns for your child and the areas of suspected disability. The evaluation should be in your child’s native language. [IDEA Regulations: Changes in Initial Evaluation and Reevaluation (PDF Document 45 KB) ]
Even if your child does not qualify for Special Education from the school, she/he may be eligible for other services under Section 504 (PDF Document 205 KB) of the Rehabilitation Act of 1973 which applies to all children with disabilities. For more information about Section 504, see: A Parent's Guide to Section 504, Education: Special Ed vs 504 (PDF Document 73 KB) , and Questions about Section 504.
The resulting information and existing data will help to determine both the strengths and needs of your child and will be used to make decisions about the services for which he/she is eligible. It is important for parents to understand the results of this evaluation so they can effectively participate in the process of planning for the child's education. If parents disagree with the results of the evaluation, they may, within certain guidelines, request an independent evaluation.

Eligibility for Special Education

A team, made up of school specialists, teachers, the student, and his/her parents, reviews the data from the evaluation and decides if the child qualifies in one of the categories as identified in IDEA. In order to receive Special Education services, the child must (1) meet the definition of one of the thirteen disability categories (see below), (2) have a disability which adversely affects the student's educational performance, and (3) must need specialized instruction and/or related services to benefit from his/her education. It is possible for a child to have a disability and not be eligible for specialized instruction.

Disability categories:

The Federal categories include:
  • Autism,
  • Mental Retardation,
  • Emotional Disturbance,
  • Hearing Impairments/Deafness,
  • Orthopedic Impairments,
  • Other Health Impairments,
  • Specific Learning Disabilities,
  • Speech/Language Impairment,
  • Traumatic Brain Injury,
  • Visual Impairment (Including Blindness).
Classification depends upon the particular characteristics associated with the condition and how the condition manifests itself in the student. State definitions may vary slightly. For more information about definitions, please see your state education rules and see "Resources" below. Some states may use a different term other than “mental retardation”. For the Federal definition of a child with a disability, see: IDEA Definitions.

Preschool Children

Most school districts have early childhood special education programs for children aged 3-5, which provide services for children with disabilities that affect their progress in the general curriculum. For preschoolers, this would mean appropriate activities in which typical preschoolers engage, including language development, social/emotional, motor, cognitive and adaptive areas.

Individualized Education Program (IEP)

Once a child is determined eligible for Special Education services, several things happen. First, parents and educators work together to develop a written Individualized Education Program (IEP) for the student.
In the team meeting, the student's educational needs are discussed and measurable annual goals are agreed upon. Based on the goals, decisions are made about how to meet the child's educational needs, including what special education-related services, supplementary aids and other services may be provided.
The IEP team must include at a minimum the following qualified individuals:
  • the student’s parent/guardian;
  • a general education teacher; or a general education classroom teacher qualified to teach a student of the student's age; and
  • at least one person qualified to conduct individual diagnostic examinations of students, such as a school psychologist; speech/language pathologist; reading teacher or reading specialists; or special education teacher.
The team meeting may also involve other individuals invited by the parent such as a child’s physician or other professional provider who may participate in person, by phone, or by written communications.
The resulting IEP sets forth in writing a commitment of the resources necessary to serve the child. The IEP must at a minimum be reviewed annually. The IEP also provides a basis for later evaluations. The IEP can be modified at any time, or the team can meet again at any time. A reevaluation must take place every three years.
Schools are required to instruct the student in the Least Restrictive Environment (LRE). That means that students with disabilities, in public or private schools or other care facilities, are taught with non-disabled students to the maximum extent appropriate. Students with disabilities can be placed in special classes, separate schooling, or removed from the regular class environment only if the nature or severity of the disability, along with any additional aids or services, does not allow for a satisfactory educational experience.
The decision about where to place a student with a disability is made by the parents, school, and others based on the needs, evaluation, and IEP of the student; the placement options; and the LRE considerations. The placement of the student should be decided at least every year and should be as close to the student’s home as possible.

Review and Revision of the IEP

The school and IEP team should review the IEP at least every year, if not more often, to determine whether the annual goals for the student are being achieved and to revise the IEP as appropriate.
A reevaluation should occur at least every three years, unless the parent and school agree that the reevaluation is unnecessary. A reevaluation can occur more often, such as each year, if the school and parent agree. Parents must provide consent for the reevaluation.

Developing the Health Plan

The IEP may include health- or disability-related plans or a separate Individualized Health Plan (IHP) may be developed. [Janz: 1993]
  • If a health issue is identified during an evaluation, the school nurse or the case manager (usually the resource teacher) will request a release of information from the parent to obtain health information from the Medical Home or healthcare providers.
  • The school nurse uses professional judgment to determine if a student requires an individual healthcare plan (IHP) and initiates the IHP to meet student's health needs and the impact on the educational process.
  • The school nurse meets with the parent to take a health history and develop the health plan. The school nurse:
    • Assesses the student to determine the needs and barriers related to student safety and well being;
    • Collaborates with parents and healthcare providers;
    • Coordinates care during school hours;
    • Educates faculty and staff regarding student needs;
    • Promotes communication among family, school, healthcare providers; and
    • Supports the student.
  • The IHP is sent to the parent and healthcare providers.
  • The parent and healthcare provider signs off on the health plan.
  • Ideally, the nurse will attend the IEP meeting to offer health information input. [Utah School Nurse Association] [School Health Care Plans Fact Sheet (PDF Document 48 KB) ]

Transition Services

Transition from Early Intervention (Part C), birth to 3

At the beginning of each school year, the school must have an IEP for each student with a disability, ages 3-5. The state education agency and the school district usually have policies and procedures to help students transition from early intervention to preschool programs. The local policies and the student’s age determine when services will begin for a student. The school and early intervention will work together to plan for the transition.
For more information, see the Birth to Three page.

Transition services from school to post-school, ages 16 to 21 (Part B)

Part B refers to all transition services ages 3 through 21.
Transition services means a coordinated set of activities for a student with a disability. It is based on individual student needs taking into account the students strengths and preferences and includes:
  • instruction;
  • related services;
  • community experiences;
  • development of employment and other post-school adult living objectives; and
  • acquisition of daily living skills and provivision of a functional vocational evaluation.
Transition planning for students with disabilities should begin before the student turns 16 years old, but may begin even earlier. The planning should include an IEP for the individual student.
For more information about transition to preschool, see the To Preschool page. For more information about transition to adulthood, see the Education page. Both pages are in the Transition Issues section.

Resources

Information & Support

For Professionals

Technical Assistance Alliance for Parent Centers
Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the Alliance provides technical assistance for state Parent Centers - Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs). Provides links to local Parent Centers.

Utah State Office of Education Special Education Rules
This policy provides detailed, technical information about Utah's Special Education services.

For Parents and Patients

IDEA Parent Guide
The IDEA Parent Guide, from the National Center for Learning Disabilities, provides information for parents about federally funded educational services for children with disabilities. The guide helps parents determine if their child might be eligible for services, what kind of services to expect, how to request an evaluation, how to develop a plan for services, and legal rights of parents.

A Parent Guide to Section 504 (PDF Document 196 KB)
From the Utah State Office of Education, this guide provides an overview of 504 of the Rehabilitation Act of 1973, a comparison to Special Education (IDEA), and information about resources in Utah.

Technical Assistance Alliance for Parent Centers
Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the Alliance provides technical assistance for state Parent Centers - Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs). Provides links to local Parent Centers.

Transition Handbook: From 'No' Where to 'Know' Where (PDF Document 1.1 MB)
This handbook, from the Utah Parent Center, is designed for parents of children with disabilities to help them be active participants in developing transition goals and activities as their children transition to adulthood and includes information about steps to transition, graduation, laws, roles of players, transition planning, employment, training, independent living, timelines, advocacy, SSI, health care, guardianship, estate planning, and a directory of related Utah organizations.

Utah School Nurse Association
Provides lists of school nurses by district, conference information, newsletters, and links to related sites for teachers and school nurses.

National Center on Secondary Education and Transition
Provides information about transition during high school and to opportunities after high school including jobs, vocational education, and college. Provides links to contacts in each state for 1) State Transition Contact, 2) Regional Resource Center Contact, 3) State Director of Special Education, 4) Part B Contact, and 5) State Director or Vocational Rehabilitation.

State Education Contacts and Information
From the U.S. Department of Education, links to each state's education agency.

School Health Care Plans Fact Sheet (PDF Document 48 KB)
Information, tips, and resources from the Utah Family Voices Health Information & Support center.

Utah State Office of Education Special Education Golden Rules Book (PDF Document 812 KB)
This policy provides detailed, technical information about Utah’s Special Education services.

Services

Crisis/Emergency Respite

See all Crisis/Emergency Respite services providers (18) in our database.

Parent/Family Education

See all Parent/Family Education services providers (126) in our database.

Preschool/Early Childhood Education

See all Preschool/Early Childhood Education services providers (27) in our database.

Respite Care

See all Respite Care services providers (43) in our database.

School Districts

See all School Districts services providers (12) in our database.

Schools for Children with Autism

See all Schools for Children with Autism services providers (8) in our database.

Schools for the Deaf & Blind

See all Schools for the Deaf & Blind services providers (5) in our database.

Special Needs Schools, Other

See all Special Needs Schools, Other services providers (23) in our database.

For other services related to this condition, browse our Services categories or search our database.

Authors

Authors: Gina Pola-Money, 7/2008
Barbara Ward RN BS, 7/2008
Janet Gibbs, 7/2008
Christine Timothy, 7/2008
Contributing Authors: Alfred Romeo RN, PhD, 7/2008
Jamie Ferdinand RN, NCSN, 7/2008
Content Last Updated: 2/2009

Funding/Support

This section was developed in collaboration with the Utah State Office of Education, Special Education and Utah Family Voices. The goal is to assist families in the process of caring for their children with disabilities by providing information about the most common issues and questions parents confront. The other pages of this section will help you locate more information about resources for you and your child.

Page Bibliography

Janz J, Harrison J, Caldwell T.
Children with Special Health Needs in School: Developing an Individualized Educational Program (IEP) and an Individualized Health Care Plan (IHCP).
Annual Convention of the Council for Exceptional Children, 71st, 1993; San Antonio, TX. / http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailm...
Information about the IHCP and how it helps when there is a lack of necessary health information in school documents; includes information about the role of the school nurse in the IEP and IHCP, case examples, and example forms.